10 Day Unit

Teaches basic geometry terms and concepts to 8th grade students

Integrates technology in a fun way

Taught in 8th grade classroom

Ages 13 to 14

Should be briefly introduced

Review and advance knowledge

Classroom includes wide range of learners

M.O.8.3.1 Justify the relationships among corresponding, alternate interior, alternate exterior and vertical angles when parallel lines are cut by a transversal using models, pencil/paper, and technology.

M.O.8.3.2 Classify polyhedrons according to the number and shape of faces; use inductive reasoning to determine the relationship between vertices, faces and edges (edges + 2 = faces + vertices).

M.O.8.3.3 Identify, apply, and construct perpendicular and angle bisectors with and without technology given a real-world situation.

M.O.8.3.4 Create geometric patterns including tiling, art design, tessellations and scaling using transformations (rotations, reflections, translations) and predict results of combining, subdividing, and changing shapes of plane figures and solids.

M.O.8.3.5 Create scale models of similar figures using ratio, proportion with pencil/paper and technology and determine scale factor

M.O.8.3.6 Make and test a conjecture concerning regular polygons, the cross section of a solid such as a cylinder, cone, and pyramid, the intersection of two or more geometric figures in the plane (e.g., intersection of a circle and a line), and justify the results.

21C.O.5-8.2.TT3 Student uses multiple technology tools for gathering information in order to solve problems, make informed decisions, and present and justify the solutions.

Materials: Geometer’s Sketchpad software Worksheets Bulletin Board Graph Paper Colored Pencils Smartboard• Supplies to make polyhedrons• The Standard Deviants – Geometry (DVD)

o Classzonehttp://www.classzone.com/books/geometry/index.cfmo Learning Mathhttp://www.learner.org/channel/courses/learningmath/

geometry/o About.comhttp://math.about.com/gi/dynamic/offsite.htm?zi=1/XJ/

Ya&sdn=math&cdn=education&tm=5&gps=90_98_1276_597&f=00&su=p774.1.140.ip_&tt=14&bt=0&bts=0&zu=http%3A//mathforum.org/geometry/geom.units.html

o The Solution Sitehttp://www.thesolutionsite.com/lesson/1057/

grandviewelB1.html

Day 1• Review basic

concepts & terms• PowerPoint

Presentation• Handout with

PowerPoint

Day 2• Lines & Angles• Geometer’s

Sketchpad with Smartboard

• Students construct object on board

Day 3• Review angles with

bulletin board• Worksheet on

bulletin• Introduce 3-D

objects with classroom object

• List objects for homework

Day 4• Student with most

examples gets a prize

• Introduce three day long project Building project with

group Need to know how

geometric factors are functional in project

Day 5• Entire class time to

work on building projects

• Ask question while they work as a group

Day 6• Each group gives a

3-5 min. presentation about their building

• Graded on Presentation and overall project

Day 7• Classroom

discussion on polyhedrons

• Create own polyhedrons and turn in for a grade

• Last 20 minutes doing internet activity

Day 8• Worksheet

reviewing previous day

• Discuss symmetry and transformations

• Each students comes to board to draw line of symmetry

Day 9• Watch movie –

“The Standard Deviants – Geometry (pt. 1 & 2)”

• Worksheet on video to keep students on task

Day 10• Instead of formal

exam students participate in a variety of activities, including Geometry Simon Says.

Individual and group activities Wide range of learning styles Most work completed on their own Required handouts to be turned in for

grades Hold attention with various forms of

technology ranging from the interactive Smartboard, to online activities

M.O.8.3.1 – Presentation on building project M.O.8.3.2 – Create own polyhedrons M.O.8.3.3 – Construct building and give

presentation M.O.8.3.4 – Students come to board to

demonstrate symmetry and create tessellations M.O.8.3.5 – Unofficially evaluated while working

on building project M.O.8.3.6 – Evaluated by giving examples of 3-D

objects for homework 21C.O.5-8.2.TT3 – Informally assess student’s

basic understanding of symmetry by using the Smartboard on day 8